Ivor F. Goodson

Gert Biesta

John Field

Phil Hodkinson

Flora J. Macleod

Adult learning matters. There is now widespread agreement that modern countries depend on the creativity, skills and knowledge of the entire population for their prosperity. Many people talk of our future well-being in terms of a ‘knowledge economy’ or a ‘learning society’ in which every person’s ability to develop new capabilities will provide them with resources that will help them and the wider community to adapt and thrive. While in theory this makes lifelong learning into an exciting prospect, in practice this broad agenda is often reduced to a narrowly economic conception. This book reports on one of the largest research projects into lifelong learning conducted in recent years. Through over 500 in-depth interviews with a cohort of about 120 adults who were followed for three years, the Learning Lives project has built up a detailed understanding of what learning means and does in the lives of adults. The project has generated insights in how learning has changed over time and across generations, what the connections are with the changing world of work, what differences learning makes for life chances, how we can learn from life and for life, and how people’s prospects of learning can be improved. Combining life history and life-course research with analysis of longitudinal survey data, this book provides important insights into the learning biographies and trajectories of adults. The book shows that learning means and does much more in people’s lives than is often acknowledged by current education policy and politics. In doing so, it is an invaluable resource for anyone with an interest in the role and potential of learning through the lifecourse.

Learning Lives

Improving Learning through the Lifecourse

Naomi Sargant

The learning divide reports on a survey funded by the department for Education and Employment, which was carried out for NIACE by the Gallup Organisation in early 1996. The survey highlights the full scale of the challenge which the UK faces in involving all its people in the learning society, and shows that the learning divide between the learning- rich and the learning-poor is growing. It shows that: three in five of all adults have not taken part in adult learning in the last three years; more men than women are currently learning or have been recent learners; age is a barrier to participation; social class continues to be the key discriminator in participation; adults who are not in work have almost half the levels of participation as those in work or seeking work; length of initial education is still the best single predictor of participation in adult learning; there are major national and regional variations. The report includes the first full study of participation in Northern Ireland and, with national studies of Scotland and Wales, gives the most comprehensive coverage of the United Kingdom.The learning divide is packed with interesting information, and will be important to practitioners, researchers, education activists and policy-makers.

A Report of the Findings of a UK-wide Survey on Adult Participation in Education and Learning Carried Out for NIACE, the National Organisation for Adult Learning, by the Gallup Organisation

The Learning Divide

Discovering Place-names

Explains the meanings of more than 1500 place-names and discusses the techniques by which this information is obtained.

A Pocket Guide to Over 1500 Place-names in England, Ireland, Scotland and Wales

Discovering Place-Names

A Dictionary

English Field-names

Handbook of Physiology: Endocrinology v. 1-7; in 9

Piano Concertos

dal IV concerto

Rondò in mi bem. magg

(Since then I'm doom'd)

Variazioni in do magg

(The two slave dances)

Rondò in sol magg

(The favorite hornpipe)

Rondò in la magg

(Go to the devil)

Rondò in do magg

Maurice Hinson

Irish composer John Field had a strong influence on the works of Chopin, Mendelssohn and Schumann, and his collection of nocturnes was praised by Franz Liszt for their beauty. This particular nocturne was written around 1838 and features a beautiful Chopinesque cantabile melody over the left hand broken chord accompaniment. There are performance and historical notes included.

Late Intermediate Piano Solo

Nocturne No. 5

The Advantages of the Separate System of Imprisonment, as Established in the New County Gaol of Reading, with a Description of the Former Prisons, and a Detailed Account of the Discipline Now Pursued

Prison Discipline

And the Advantages of the Separate System of Imprisonment, with a Detailed Account of the Discipline Now Pursued in the New County Gaol, at Reading

With a Detailed Account of the Discipline Now Pursued in the New County Gaol at Reading

Prison Discipline, and the Advantages of the Separate System of Imprisonment

Also, Christ's Second Coming Owned, and Fra. Estwick's Charges in His Some Errors Detected, Denied

A Testimony to Christ, His Sacrifice, Ordinances, the Resurrection of the Body

Field names are not only interesting in themselves, but also a rich source of information about the communities originating them. The earliest recorded names often describe only the location or nature of the land, but changes in language, technology, social organisation, land ownership and even religious and political thinking have all contributed to a surprisingly complex picture today. A pioneering history.

A History of English Field Names

Bernhard Schmidt-Hertha

Andrea Waxenegger

Universities and Engagement is a timely and insightful book that examines what universities can contribute to their communities and economies through lifelong learning, a topic which is of increasing importance to Higher Education Institutions across the world. The book will offer an answer to the question ‘What can be understood by University Lifelong Learning today?’ by collating the work of specialists from across Europe and beyond who have first-hand experience in the field of university engagement through continuing education. With a diverse range of expertise from the UK, Ireland, Germany, Finland, Malta, Belgium, New Zealand, Austria and the USA, readers are guaranteed a varied and informative collection of perspectives on this important topic. Taken as a whole, the book provides a theoretical background for readers, drawing on recent research and practice examples from a variety of countries and institutional settings, as well as demonstrating a variety of conceptual approaches, confirming the diverse range of possible solutions. Key topics covered include: research into policy and practice; engaging with business and industry; engaging with communities; engaging with an ageing society; active citizenship and regional competitiveness. Developed in collaboration with the European University Continuing Education Network (EUCEN), Universities and Engagement is an invaluable contribution to research in the subject of lifelong learning. It will be of value to academics, practitioners and professionals with an interest in higher education and community management, and will be particularly suited to those interested in lifelong learning, adult education and community development.

International perspectives on higher education and lifelong learning

Universities and Engagement

Stephen Crisp

A Memorable Account of the Christian Experiences, Gospel Labours, Travels and Sufferings of that Ancient Servant of Christ Stephen Crisp, in His Books and Writings Herein Collected

John Field

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